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Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition.

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dc.contributor.authorCriado, Raquel
dc.contributor.departmentFilología Inglesa
dc.date.accessioned2024-06-03T12:11:09Z
dc.date.available2024-06-03T12:11:09Z
dc.date.issued2009-11-17
dc.description© Universidad de La Laguna 2009. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published version of a Published Work that appeared in final form in Revista Canaria de Estudios Ingleses.
dc.description.abstractThe concept of method has been substantially conditioned by the sources and principles on which the different methods have emerged throughout history. Accordingly, methods have been characterised by the virtues and deficiencies of such sources and principles. Due to easily understandable reasons, methods have not hitherto had access to the essential cognitive component in learning: the biological support on which it depends, that is to say, the brain, its structure, its functioning, and both the neurolinguistic and psycholinguistic elements and processes which trigger learning. It is argued that these factors should not only be studied and considered, but that they should be urgently integrated into the construct of method and its practical implications .------------------------------------------------es
dc.description.abstractEl concepto de método ha estado condicionado sustancialmente por las fuentes y recursos sobre los cuales se han basado los métodos concretos que han ido surgiendo a lo largo de la historia. En tal sentido, los métodos se han caracterizado por los aspectos positivos y negativos, virtudes y carencias propias de dichas fuentes o recursos. Por razones fácilmente comprensibles, los métodos no han tenido acceso hasta ahora a un componente cognitivo esencial en el aprendizaje: el soporte biológico del cual depende, es decir, el cerebro, su estructura, su funcionamiento, los elementos y procesos neurolingüísticos y psicolingüísticos que en él propician el aprendizaje. En este artículo argüimos que dicho componente cognitivo no sólo debe ser estudiado y tenido en cuenta, sino que debe incorporarse con urgencia al constructo metodológico y a las implicaciones prácticas que este conlleva.
dc.formatapplication/pdfes
dc.format.extent15es
dc.identifier.citationCriado, R. (2009). Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition. Revista Canaria de Estudios Ingleses, 59, 103–117.
dc.identifier.issnPrint: 0211-5913
dc.identifier.issnElectronic: 2530-8335
dc.identifier.urihttp://hdl.handle.net/10201/142032
dc.languageenges
dc.publisherUniversidad de La Laguna, Servicio de Publicacioneses
dc.relationSin financiación externa a la Universidades
dc.relation.publisherversionhttps://www.ull.es/revistas/index.php/estudios-ingleses/article/view/5175
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectLanguage teaching methodes
dc.subjectCognitive processes
dc.subjectPsycholinguistics
dc.subjectNeurolinguistics
dc.subjectDeclarative knowledge
dc.subjectProcedural knowledge
dc.subjectRepetitive practice
dc.subjectMétodo para la enseñanza de lenguas
dc.subjectProcesos cognitivos
dc.subjectPsicolingüística
dc.subjectNeurolingüística
dc.subjectConocimiento declarativo
dc.subjectConocimiento procedimental
dc.subjectPrácticas repetitivas
dc.subject.otherCDU::8- Lingüística y literatura::81 - Lingüística y lenguases
dc.titleTeaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition.es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
relation.isAuthorOfPublicationc639231d-3d11-4c35-9065-65a51749ebb4
relation.isAuthorOfPublication.latestForDiscoveryc639231d-3d11-4c35-9065-65a51749ebb4
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